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127
Chapter Twenty:
The Eighteenth and Nineteenth Centuries
CHAPTER OVERVIEW
• The Rococo
• China and Europe: Cross-Cultural Contact
• Neoclassicism
• Romanticism
• Realism
• Impressionism
CHAPTER OBJECTIVES
This Chapter Will:
• survey the different ideas and motives that inspired the art styles of the late
18th and 19th centuries
• examine the impact of Western culture on non-Western cultures in the latter-
half of the 19th century
• identify the unique stylistic characteristics and choices of subject matter by
artists working within art movements from the 18th and 19th centuries
KEY TERMS
china chinoiserie kachina
Ghost Dance
MyArtsLab RESOURCES
Closer Look: Courbet, A Burial at Ornans
Closer Look: Édouard Manet, Olympia
Podcast: Slamming the Impressionists
Primary Source Document: Opposing Views on the Art of Their Time
Primary Source Document: Nicolas Poussin (ca. 1594–1665) - Artists on Art
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Primary Source Document: Peter Paul Rubens (1577–1640) - Artists on Art
Primary Source Document: Rosa Bonheur (1822–1899) - Artists on Art
Interactive Flashcards
LECTURE AND DISCUSSION TOPICS
1. The Rococo
The Rococo (from the French word rocaille, meaning rocks and shells) evolved from the
Baroque and is exemplified in the paintings of Fragonard (fig. 654) and such architectural
2. China and Europe
Beginning in the 16th century, Chinese goods, like china (blue-and-white porcelain),
became very popular with European consumers and artists (fig. 656). Chinese artists for
their part became interested in the use of Western perspective, especially in depicting
3. Neoclassicism
Contrast the decorative, curvilinear characteristics of the Rococo with the politically
correct art of Neoclassicism. Illustrate the Neoclassic style in painting with David’s
Death of Marat (fig. 659), The Death of Socrates (fig. 84), and consider the work The
4. Romanticism
Compare Neoclassicism with Romanticism by illustrating a Neoclassic and Romantic
painting with the same theme—Ingres’s Grande Odalisque (fig. 661) and Delacroix’s
129
Discuss the evolution of landscape as an important subject matter during the 19th century
with Monk by the Sea by Friedrich (fig. 665) and The Heart of the Andes by Church (fig.
666). Also, include English artists Constable and Turner, and American artists such as
Cole and the Hudson River School, to elaborate on their devotion to nature as the subject
Théodore Géricault’s The Raft of the Medusa (figs. 664) was based on a true story. In the
summer of 1816, one hundred and fifty French castaways, abandoned at the sea off the
Senegal coast, on a wooden raft without food and barely water, started to kill each other.
They ate the flesh of the dead to stay alive but only fifteen survived. To paint this
obsessed the artist seemed to be about accurately representing this scenario. In the end,
was he effective? Analyze the two examples in the chapter to determine the aims of the
artist. What was his focus?
5. Realism
Remind students that photography was invented and that it had an impact on the Realist
art of the 19th century. Discuss the aims of Realism, stressing the artists’ belief that art
should express human experience and observation. Show Gustave Courbet’s Burial at
The paintings of Manet, including Luncheon on the Grass (fig. 47) and Olympia (fig.
672), scandalized French critics and the public due to the manner in which they were
6. Impressionism
Profile the life and work of Claude Monet to discussion Impressionism. One of the
revolutionary aspects of Impressionism was its unfinished, sketchy quality seen in works
such as Monet’s Impression-Sunrise (fig. 674) or Bridge over a Pool of Water Lilies (fig.
677). Impressionist artists were the first artists to paint outside (plein-air painting). The
7. The Two Roads of Post-Impressionism
Post-Impressionism embodied two separate tendencies rather than a consistent style
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Compare the works of other Post-Impressionist artists illustrated in this chapter to
identify these different tendencies.
WRITING ASSIGNMENTS
1. Write a Letter to Vincent
Have students read one of Vincent van Gogh’s letters (from Letters to Theo) and invite
2. Romantic Tendencies
3. Women in Art History
Have students study the life and work of Berthe Morisot, Mary Cassatt, or Camille
HANDS-ON PROJECTS
For additional project ideas, remember to investigate the Hands-On Projects found on
MyArtsLab.
1. Animal Study
and have them create animal studies in natural surroundings or as captives in human
surroundings.
2. Impressionism
changing effects of light, color, and mood. Have them present their works to the class.
Other Suggested Websites:
Berthe Morisot is featured at Olga’s Gallery, a comprehensive collection of the images
of Morisot’s works with biography, and historical information.
http://www.abcgallery.com/M/morisot/m...
Edgar Degas is featured at Galerie Degas – OCAIW, a gallery dedicated to the artist
featuring his masterpieces, biography and comments of his work.
http://www.ocaiw.com/degaleri.htm
Paul Gauguin’s works, with biography and historical comments, are available at
www.abcgallery.com/G/gauguin/gauguin.html
Suggested Videos and DVDs:
Art of the Western World: An Age of Reason, an Age of Passion
Sister Wendy’s Story of Painting: Baroque to Romanticism, 1997
Landmarks of Western Art: Baroque to Neoclassicism, 1999
Landmarks of Western Art: Rococo to Revolution, 1999
Landmarks of Western Art: Romanticism, 1999
Sister Wendy’s Story of Painting: The Age of Revolution – Impressionism, 1997
Landmarks of Western Art: Impressionism and Post-Impressionism, 1999
Art of the Western World: Enlightenment to Post-Impressionism
Suggested Films:
Lust for Life, 1956
